8/7/2023 0 Comments Staying afloat![]() Purpose in life is described as meaning in life derived from having goals and directions for the future. Environmental mastery includes how an individual seeks and creates contexts to promote personal needs. Autonomy reflects independence and how an individual regulates behavior using an internal locus of control based on personal standards and guideposts. Positive relations with others refers to how trusting and satisfied one feels about relationships with others. 723–724) with six components: positive relations with others, autonomy, environmental mastery, purpose in life, personal growth and self-acceptance. Ryff’s ( 1989) multidimensional model of psychological well-being specifically conceptualized psychological subjective well-being to consider both social and emotional influences of an individual’s perception of what does it mean to be well, psychologically? Ryff and Keyes ( 1995) confirmed that psychological subjective well-being is a “multidimensional structure” (pp. ( 2014) implored the importance of deepening our understanding of EC educators’ well-being by understanding “the everyday emotional lives of teachers are messy, complex and intertwined” (p. These inconsistent findings may be explained by the narrow conceptualization of EC educator mental health solely focused on psychopathology or negative psychology, without consideration for the role of psychological subjective well-being. ![]() Early childhood educator mental health literature related to psychopathology (e.g., stress and depression) is growing however, inconclusive connections between EC educator mental health and child outcomes remain (Johnson et al., 2020). Studies focused on EC educators’ mental health (Whitaker et al., 2013), have been specifically focused more on psychopathology or negative aspects of mental health, including stress (Corr et al., 2014 Curbow et al., 2000 Johnson et al., 2020 Zhai et al., 2011), burnout (Blochliger & Bauer, 2018 Rentzou, 2012) and depression (Hindman & Bustamante, 2019 Jeon et al., 2014). The Dual Factor Model of Mental Health integrates psychopathology (i.e., mental illness including depression) and aspects of subjective well-being (i.e., positive psychology including happiness), or how individuals perceive, experience, or evaluate these objective aspects of well-being and their lives more generally (Diener, 1984 Fox et al., 2020) for a holistic understanding of mental health. Implications for how early childhood educators’ well-being might be supported with policy and practice initiatives are discussed.ĭual Factor Model of Mental Health: Situating Psychological Well-being Qualitative findings suggest possible buffers for psychological well-being among educators with low-financial well-being and highlight struggles of those with low psychological well-being. Financial well-being predicted psychological well-being, but the relationship was curvilinear those with the highest and lowest financial well-being had the highest psychological well-being. Using mixed methods, we examined 123 early childhood educators’ financial well-being and psychological well-being. This study explores the connection between two important areas of well-being: psychological and financial well-being. ![]() Studies examining early childhood educators’ mental health often focus on psychopathology or negative aspects of mental health, despite the importance of understanding mental health through a well-being lens. Educators’ capacities to engage in high-quality interactions are shaped by their mental health. Early childhood educators play a critical role in the lives of young children, especially through their sensitive interactions. ![]()
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